0190: Collaborate, but collaborate better than thy neighbor(?).
#education #occupyedu #SOSchat #deleuze #revolution
We’ve had several meetings this year that have all had a similar message: “create a competitive environment in your classroom to motive your students”. We are told that they respond well to competition. They should always strive to do better than their neighbor. We are also expected to tell them that they are working toward a reward, even though we can’t decide what the reward will be, or even if it will exist at all. And, at the same meetings we are told to put students in groups to “work together”.
I understand what “we’re” shooting for at my school. We’re in trouble with the state—deep. Our goal, rather, our prescribed goal is to do anything we can to get the state of our asses. Administration is fumbling for any answer—little bits of 3rd hand research they’ve picked up at workshops and mashed together with whatever dung the consultants have passed down. Encouraging heavy competition between individuals and then asking for group collaboration is a bit contradictory. I understand this is an oversight. They’re worried. We fear for our jobs.
The collaboration side of this equation gets swept to the side fairly quickly unfortunately. It’s the unfed dog in the fight. Collaboration does not come naturally among my colleagues. We’ve been compared and divided by test scores, academic subject areas, grade levels, and meetings involve listening to one person ramble on about how we need to work together, but we never get the chance. So teaching collaboration is quite foreign for many—impossible for others. And, it cannot be ignored that the real goal for the higher-ups is to get the scores up to keep jobs and what-not, and I’m sure somewhere the really-higher-ups just want to keep everyone divided and on the never ending challenge of always outdoing thy neighbor (I’m sure this statement is just a mad raving of a cynical fool).
So what are we to do? What am I to do if I find encouraging brutal competition among my students unethical, cruel, counterproductive, and unfortunate? I’ve been reprimanded for not putting the sticker charts on the wall for my students to chart their progress against their neighbor. My learners happen to be working with each other—motivated as a group for the sake of the group and the learning.
Certainly, humanity first.
0189: Highway Robbers, Test Evaluators, and then the Kids
#education #SOSchat #teaching #fascism #rebellion
Teachers are having “Lesson Plan Counseling” sessions with administration to ensure that lesson plans meet the expectations of the evaluators. There seems to be less interest in the quality of the lesson than the structure of the lesson plan. Time is being spent rewriting plans that are not formatted correctly, rather than devoting time to gathering materials and really making sure lessons are accessible. Teaching in this district, we are not alone, is becoming a juggling act in a dog and pony show.
We have more meetings than usual. They’re all attended by the nicely dressed silent evaluators who sit and watch our principal utter something he barely understands which makes it even more difficult to understand. It’s like he’s talking with a gun in his back. It always takes away from the puppet show when you can see the puppet master.
This profession is feeling more and more eerie. There’s so much we do that has little to nothing to do with the well being of our students. Rather than teaching and planning so we can improve the quality of life for an individual or a community, we are jumping through hoops to meet the expectation of some silent goon who works for who-the-hell-knows.
We had a near 40% turnover in faculty last year. They left by choice. That kind of turnover isn’t great for kids in transition or communities. I expect the turnover will be the same.
I want a revolution. Schools should aid in enlightenment and liberation, not suppression and imprisonment of minds.
0187: Rebellious #Teachers Teach People, Not Curriculum
#education #firstyear #occupyedu #SOSchat
I was talking to a few of the first year teachers, there are quite a few, the other day about their experience so far. Some are looking pretty haggard. I see some of the signs of dying idealism in their eyes. Others look as though they’ve been whipped. They’re all fighting the negativity that often comes with first years in rough schools. They’re all having trouble with the bureaucratic side.
One piped in during our discussion that he was always under the gun about his lessons plans. He feels like his students are engaged, and they are. Overall, his classroom management skills are in line, and he’s doing his job. But, the lesson plans are always a fail. Mind you, administration is asking for at least 3 pages per objective with at least 3 objectives taught per week times 3 different courses taught. That comes to a whopping 27 pages of lesson plans. They basically want them scripted, which is crazy. My colleague cannot see the logic in this either. He feels like an outline should do, and then he could fill in the rest of the information, or better, actually spend time prepping for class rather than producing a 27 page document to be criticized by administration and the dark lord evaluators. “What am I supposed to do?” he asked.
This teacher is motivated. He’s an alternate route certification teacher, who bleeds passion. He lacks the pedagogical jargon and is still quite green, but he’s intelligent and motivated. And he’s growing weary of trying to meet the demands of those who do not teach.
My response to his inquiry was simple, “Learn to maneuver through the bureaucracy. Figure out how to make them think you’re doing what they want you to, or what they’re requiring you too, and then do what is best for the children in your classroom.” He looked shocked. We discussed how the education system is not particularly logical in many areas, and the system in not necessarily designed to produce happy healthy citizens. The system in only benevolent in word, not deed. The good that is done takes place in the classrooms of teachers that are often deemed rebellious because they reject the corporate agenda. Rebellious teachers teach and support humans, not curriculums and agendas.
0184: Punitive Silence: Baiting Students for Trouble
#education #punishment #strange #SOSchat
I’ve written a bit in the past, long past, about a disciplinary practice my school implements called “Silence”. Basically, students are deemed to be too loud or “unruly” in the halls, or tardy, or whatever, and administration implements a sort of punitive silence. And, while I don’t like it, and notice that it causes more problems in the classroom, I can understand the logic of it—usually. An undesired behavior occurs, so a consequence is given. Makes sense.
Today’s “silence” is a bit unusual. An announcement was made that we would be “going on ‘silence’ to teach our new seventh graders about how things work here…and if [they] don’t obey, they will be placed in Saturday School…”. This seems a little out of line to me. It’s kind of like a playground bully punching you in the nose for the Hell of it just so you’ll know what it feels like—a preventative ass whooping if you will.
I may be out of touch, or out of line, but this seems innocently dystopian (whatever that means).
0183: The beauty of stepping aside
#education #teaching #revolution #SOSchat #student
I teach so my students will have the voice and the power to do what they think needs to be done. I’m passing the buck. I hope for the day when they rise up and demand equality. I hope I’m giving them the tools. I’d like to see a lot happen, but some of the things I want to see happen will not happen because of me. It’s no longer my job to change the world. It’s my job to help a few people (my students) create the tools themselves. If revolution is the outcome—good for them. If they decide I should be removed from this world during said revolution—good for them. If they choose to go in an entirely different direction that they deem worthy and fitting, then so be it.
I have my views. The kids I teach don’t get an equal portion of the pie. None of the kids I’ve worked with have. I’m a mite bit angry about it. It should be evident. That anger, as unscientific as it may be, drives my action. My passion aside, the world is theirs. My challenge is to offer the tools and get out of the way.
0182: Why doing my “job” isn’t enough
#education #testing #teaching #SOSchat
I’m a teacher. I am required to prepare students for a test the neglects to recognize their humanity, and evens asks me to neglect their cognitive development. If I focus on the test, I’m doing my job. If I oppose the test, especially in a vocal manner, I am not only neglecting my “duties”, I am shirking my ethical obligations as a state employee. However, as a teacher I have a true ethical responsibility to engage (and enable) those in my care in learning and thoughtful reflection. My job is to increase and allow free thought and independence, but my “job” is defined by the narrowing curriculum before me that exists to prop up a huge industry.
If I do my “job” of training test taking automatons rather than teaching humans, even if I was doing my job, am I guilty of lending to the (intellectual, cultural, possibly spiritual) demise of a nation? Absolutely.
0181: #Teaching and a few “Why’s”
#education #SOSchat #blogging #k12chat #revolution
I can’t put a finger on the solitary reason I teach. I believe we all do it for a slew of reasons. I know there are certain beliefs and goals behind what I do. The theory affects the practice and vice-versa.
Sharing these inner workings of my practice may seem exhibitionistic, and it may well be. Much of my blogging revolves around me pushing the inner thought outward through writing so I can be better aware of why I do what I do. Doing it publicly allows an audience to possibly benefit from my own discoveries, but more important you, if you choose are able to participate in my transformation by commenting, discussing, and so forth. So that’s the ‘why’ of what I’m doing, or at least a part of it.
Back to the vague thesis: “why I teach”. I gather this could be extended to why I blog. Teaching is a form of communication, and the more interactive, the better.
At the root of the ‘why’ is the rather lofty goal and belief in cultural revolution. That could be translated into transformation, and that might be a better term. However, I like the power and perhaps even a bit I the aggression that is embodied in the word revolution. It evokes the concept of change for and by the People. Hopefully, by writing and teaching I can be a part of shaking something loose in someone, that may shake something loose somewhere else.
Or perhaps, I teach and write stir something that will expose the need to create the skill that will lead to personal transformation in another, or more likely, myself.
There is the stark possibility that I am an attention whore, accompanied with the deeply selfish hope that I will change the world. That sounds rather megalomaniacal when written, but hey.
The above ideas are aimed at ideals and idealism, and a bit of narcissism. But, there are more immediately rewarding factors. Smaller goals that are more quickly and obviously attainable and wonderful. For instance, getting to witness a moment of discovery in another human being. Teaching (and writing) are full of tiny miracles and transformation of minds and realizations of humanity. I like to be around when that stuff happens.
Flat out, I like to teach, write, communicate, show out, and so on so forth. I have fun. It’s difficult and grueling, but it’s wonderful. I get to fight for what I believe, and I get to help other learn to fight for themselves, and realize they’re worth the fight. Teaching is full of “I get to’s”.
I could write more, and I will, but this is enough for me today.
0180: Why I Gripe, Push, and Fight
#education #SOSchat #occupyedu #equality
I have many gripes about public education, and education in general, and don’t worry, I will continue to gripe, and push, and fight. But, I met some of my new students today. They’re lovely and brilliant. They need more than a chance. I’m reminded why I gripe, push, and fight. It’s going to be a good year.
0180: Why I Gripe, Push, and Fight
#education #SOSchat #occupyedu #equality
I have many gripes about public education, and education in general, and don’t worry, I will continue to gripe, and push, and fight. But, I met some of my new students today. They’re lovely and brilliant. They need more than a chance. I’m reminded why I gripe, push, and fight. It’s going to be a good year.
